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COLORADO SPRINGS 

Public Schools 

COURSE o/ STUDY 

HANDWRITING 




1921 



WW 



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Colorado Springs 

Public Schools 



COURSE o/ STUDY 

HANDWRITING 




ISSUED BY 

ADMINISTRATIVE DEPARTMENT 

Colorado Springs Public Schools 
September, 1 92 I 



0^ 



Copyright 1921 

By 

MISS KATHRYN J. MORGAN 

High School Print Shop 



OCT lumi 



§)CI.A6247:i9 



FOREWORD 

The revision of the course of study in the elementary schools of Colorado 
Springs was begun under the direction of Superintendent R. C. Hill and is a 
product of the co-operative effort of the teachers, principals, and directors. 
The provisional draft was the work of committees representing every depart- 
ment in the schools. Upon these committees rested the responsibility of gath- 
ering materials for the tentative course, re-formulating in the light of experience 
and submitting the work as here presented. 

There is a considerable diversity of opinion as to what should constitute a 
course of study. The following criteria taken from the report of the National 
Joint Committee on the Reorganization of English because they represent the 
consensus of opinion of administrators and classroom teachers from Maine to 
California were placed in the hands of the various committees as a modus 
operandi : 

1. Simplicity of standards such that their observance can become 
habitual to both teacher and pupil. 

2. Almost absolute uniformity in their enforcement by all teachers of 
the school. 

3. That full definite syllabi, rich in specific details, be prepared and 
printed for the guidance of teachers, and that representative teachers 
of various grades be consulted in the preparation of such syllabi. 

4. That the ground to be covered in each phase of the subject be 
carefully delimited. 

5. A minimum amount to be accomplished each term. 

6. A definite statement of attainment for each grade. 

7. Work can be assigned to a particular grade only on the assumption 
that the work indicated for preceding grades has been done. 

8. "In all subjects, all papers that are deficient in the mechanics of 
good expression should be rejected. By the 'mechanics of expres- 
sion' is meant form of manuscript, spelling, elementary punctuation, 
elementary syntax, penmanship, paragraph marking." 

The assembling of the reports, the rearrangement of materials by grades, 
elimination of duplications and enlargement of topics have been attempted. 
This work has been done by Elizabeth McFaddan, director of IMeasurerrients 
and" Standards. The plan has been to go into detail and at the same time make 
the co'^'Tses ceneral enough to allow teachers, who understand basic values, 
freedom in presenting their work. 

It is to be understood that the course is not final. Changes must come ^^■ith 
best thought and originality of teaching and s;ipervising the various subjects. 
It is expected, however, that teachers will follow conscientiously this course 
until new developments in educational practice lead us to change. 

F. H. Bair. Superintendent 



-3— 



HANDWRITING 
Kathryn J. Morgan, Director 
Introduction — 

The course of study in handwriting is planned for the Palmer Method 
of Business Writing by A. N. Palmer, and Writing Lessons for Primary 
Grades by C. C. Lister. 

"Let us remember that poor handwriting is due more to inefficient 

methods of teaching than to the style of writing taught. The teacher must 

bear in mind that there are two definite aims in teaching handwriting : 

(1) To establish writing habits that are conducive to the physical welfare 

of the pupils and (2) to teach pupils how to write legibly, easily, and 

rapidly." — ^C. C. Lister. 

The teaching of practical writing when viewed in the proper light is not 
a simple process. Both the motor and mental activities are called into play. 
By proper training from the beginning, these activities aie taught to work in 
perfect harmony so that the mincj's management of the script producing 
muscles become such that the pen picture is merely the mental reflection of 
the child's conception of form. 

The development of first, the physical side, and second, the mental phase 
of handwriting, has its beginning in the primary grades in order that rigl:t 
habits may be established along both lines. The whole of penmanship cannot 
be taught in one grade. The big things such as position, movement and easy 
drills which are, after all, the only sure foundation, must be emphasized in 
the primary grades, in order that the work may be taught progressively from 
grade to grade. 

The wide-awake progressive teacher will readily sense the value of this 
seemingly new idea of mental training in handwriting, as systematic develop- 
ment along any one line strengthens developm.ent along all lines. 
Position — 

"The arm movement with rest — the so-called muscular movement — is an 
American discovery and has been vigorously e.qjloited in commercial schools 
since the last quarter of the last century and more recently in certain systems 
of teaching in the public schools. It seems likely that within t.ve -ty-five yeirs 
this form of writing will be practically universal in American schools. The 
chief advantages of the movement are two. In the first place, it is made with 
the fingers relatively relaxed, thus avoiding cramping. In the second place, the 
rolling movement of the arm upon the muscle pad of the forearm produces 
a firmness and evenness of line, and the fact that the movement is produced 
from a center at a considerable distance from the pen poir.t results in regu- 
larity of slant." — F. N. Freem.an. 

The position to be assumed by the pupils in all written work is thorouglily 
explained on pages seven to nineteen of the Palmer Method of Business 
Writing and on pages five to ten of the Teachers' Guide to Writing Lessons 
for Primary Grades. As a safeguard to the health of the pupils, teachers 
should insist upon the correct posture. Good writing would be valueless if it 
were obtained at the risk of spinal curvature ar.d impaired eyesight. 

The suggestions for relaxation, penholding, and movement drills are the 
most essential features of muscular movement writing. Th.at the tci'.cher 



must be thoroughly familiar with these essentials is obvious, for in hand- 
writing as in all other subjects, a teacher can teach only that zchich she knozcs. 
■'In every form of teaching which involves skill or dexterity, imitation 
is one of the best means of training and it is clearly recognized that a 
person who cannot perform the act himself is not qualified to teach another 
to do it. 

"The remedy for poor writing on the part of the teacher, then, is not 
the substitution of the finished product in a copy-book, but is rather an 
acquisition of skill on the part of the teacher. This is no unreasonable 
demand of any person who possesses the average degree of manual skill." 
— F. X. Freeman. 

Movement Drills — 

Ihe movement drill which precedes the presentation of a letter must ahcays 
bear direct relation to that letter. For example, the indirect oval drill should 
precede the presentation of the capital letter /, as the initial stroke in / coin- 
cides with that movement. The direct oval drill would be valueless in con- 
nection with this letter. 

Counting— 

From the first the teacher must form the habit of counting for the move- 
ment drills and letter practice. She should spell the words rather than count 
for them, and she can easily find the correct rate of speed by testing the word 
at her desk. 

"Counting should always be done in a low, quiet tone. One needs 
quiet nerves for writing. Noisy counting is never soothing to the nerves, 
and is always more or less distracting to pupils and especially to those 
of nervous temperament. One of the chief aims of counting is to have 
the class acquire the skill to make the letter or word at the correct rate 
of speed. Unless the rate of speed is gamed and maintained, pupils are 
apt to center their attention on form alone, and fail to write well at the 
rate they should in rapid writing." — C. C. Lister. 

Correlation — 

An important advantage in public school penmanship is the opportunity the 
teacher has for the supervision of the daily written work of her pupils. When 
she has taught them good habits in the writing lesson, she may see that they 
apply these habits in spelling, story writing, arithmetic, etc. It is not necessary 
to teach writing all day or to stop the pupils in the spelling or other lesson 
to remind them of their writing habits. The important thing to do is to create 
an atmosphere in which the pupils know that the teacher e.xpects them to zcrite 
correctly whenever they write. — H. C. Walker, Director of Handwriting in 
St. Louis. 

Leit H.\ndedness — 

The child who writes with his left hand will be handicapped not only in 
school work, but throughout life. Unless the child is exceedingly left-handed, 
make every efifort to have him use his right hand. Since our first grade work 
is entirely board work, and involves less strain than seat work, it is reason- 
able to expect that the child who cannot change will be a rare exception. /;/ all 
such cases consult the supervisor. 



"Discouragement of the left handedness is unavoidable, since conven- 
tionality is a constant discourager, even if parents or an occasional teacher 
lapse in their discouragement of it." — Ernest Tompkins, Quarterly Journal 
of Speech Education, January, 1919. 

Specimens of Work — 

Always take a specimen of the pupil's writing at the beginning of each 
semester. Should a pupil enter during the semester, take specimen on date of 
entrance. Please file these. Upon comparing these with specimens taken 
later in the term the pupils and teachers will see a marked improvement, 
provided the effort on the part of each is earnest and sincere. The following 
is suggested for a specimen. 

Use full size paper, and the regulation heading, Ijeing \ery careful not to 
omit the date. 

This is a specimen of my best penmanship. Last term I attended school 
at 

In the sixth, seventh, and eighth grades add capital letters. 

On the same sheet rewrite the specimen at the end of the ninth and eigh- 
teenth week and note improvement. 

Thr:ft Quotations — 

Since the government is urging a continuous thrift campaign it seems cjuite 
the thing to use "thrift quotations" in the various grades. Those given are 
only suggestive. I am. sure you will have in mind others, which the p'lpils of 
your particular grade can comprehend. 

Spelling Blanks and Composition Fooks — 

The spelling blank contains records which show the accuracy with which 
tl:e child has prepared his lesson. Since the preparation has taken place some 
time previous, mark wrong any words which have been erased, scratched out 
or rewritten. Even in the lower grades, where the teachers have held strictly 
to this method, the average per cent of the grade has been surprisingly high. 
Right habits from the f.rst day a spelling blank is used do away with much 
carelessness in the upper grades. Correct margins and careful arrangement 
in the composition books should be taught from the first. Since these two 
books contain a record of the child's best work they should show the manner 
in which the lessons are prepared, a neat and systematic arrangement of the 
v/ork, and a legible and rapid handwriting. 

Pedagogical Aspects — 

"Tl:e ability to write well is a habit, hence the laws of habit formation 
apply to the acquisition of this ability. 

''The first essential factor is a right start. The pupil must have a clear view 
of the habit to be acquired. This may mean a definite idea of the movement 
to be executed, or a picture of the letters or series of Itters which are to be 
made. The start must be made with a strong initiative. Sometimes the pupil 
mu.st be shocked into a desire to correct a fault of his handwriting". 

"The second, essential is that of attentive repetitions. The repetitions or 
drills should be strongly motivated. All investigations of habit formation 
agree upon this point . . . 



''The third step, as often stated, is: Allow no exceptions to occur. If .-. 
pupil practices correct form in the penmanship class for ten minutes and then 
u<es poor form in a spelling class for the same length of time, the latter 
-exercise will tend to cancel the effects of his practice in the penmanship 
class . . . 

"A fourth step is the repetition of the habit until it is well fixed. This 
means that the repetitions must extend beyond the point of apparent com- 
pletion to permanent automation. After this stage is reached, incentives should 
be found which will raise the habit from the level of mere automatism to 
higher levels of skill." — Monroe. DeVoss. and Kelly, Educational Tests and 
Measurements. 

"We have found that in order that there may be much improvement 
through practice, the child's attention must be upon what he is doing, and 
he should be thinking chiefly of the forms which he is producing, and of the 
improvement of the forms of the movement by which they are produced, 
rather than of some outside fact or condition which acts as an extrinsic 
motive. In order that his attention may thus be on his writing, it is necessary 
that the child have some specific difficulty in mind which he is striving to 
overcom.e. 

"This means something more than that he is trying to follow a copy. The 
c'.:ild can readily see that his writing departs widely from the copy; but his 
diit.crlt}' is to see just in z\.'hat particular ways it differs, and i^'hat lie must do 
to make that difference less. To this end he must know how to analyze the 
faults of his own writing, and must have some notion how to overcome them. 
He can then have some definite point towards which to direct his attention 
and in reference to which he can note his improvement." — F. X. Freeman. 
The Teaching of Handzcrifitig. 

For this reason it seems wise to have the work in each grade directed 
toward one specific diflSculty to overcome, never forgetting that ultimately 
the work is judged by the finished product. 

Place ox Program — 

Unless absolutely unavoidable, as in the case of a departmentalized program, 
the writing period should not come at the close of a session. Plan to have it 
precede the spelling lesson which will give a definite easy application of the 
instruction which the writing lesson is supposed to deriionstrate. 

The medians for speed are expressed in terms of the number of letters 
written in one minute : 

Second Third Fourth Fifth Sixth Seventh Eighth 
Grade Grade Grade Grade Grade Grade Grade 

Freeman 36 48 56 65 72 80 50 

Starch 31 38 47 57 65 75 S3 

Ayres 31 44 55 64 71 76 79 



ASSIGNMENT OF WORK BY GRADES 



Handwriting — Primary Grades 

GexKRAL DiRECTlONS — 

There will be no zcrittcii seat work in the first grades in any subject. This 
seems the logical scheme after investigating the practice in twelve of the larger 
cities where various systems of handwriting are in \ogue. 

"None of the technical writing habits required in writing at the desk 
enter into the board work. Sitting posture at the desk, correct movement, 
pencil or penholding, none of these enter into blackboard writing. Good 
letter formation and freedom of movement can be taught at the blackboard 
in a manner that is interesting and delightful to the children without over- 
taxing the nervous and mental energy of the teacher." — C. C. Lister. 

Aim — 

The aim in the first grade work is to get a correct idea of the form of 
individual letters, and combination of letters in simple words and sentences. 

Procedure — 

The features to be taught then incluc'e : 

1. Body position and chalk holding 

2. Correct slant 

3. Correct size 

4. Writing on line 

5. Quality of line 

6. Good form 

The pupil should stand from twelve to fourteen inches from the board. 
The chalk is held as a pencil is held in drawing and should operate opposite 
the right shoulder. The motion counts for the one space letters are given 
in the Teacher's Guide. 



Motion counts for loop letters : 

1 Way up loop up. 

h Way up loop, over up. 

b Way up loop up, swing, 

k Way up loop, over, under. 

f Way up loop down up, up. 

Motion counts for capital letters 



Up, down loop. 
Over under, down loop. 
Over, down loop. 
Round up, down loop. 
Round up, down, up, up. 
\\^ay up, down over, up. 



A Round up, curve. J 

B Down, over, over, swing. K 

C Down around. f^ 

D Down over up loop. M 

E Dot, under, urder. N 

F Loop over, swing, down. O 

G Way up around, around, swing. P 

LI Loop down, curve, loop. Q 

I Up, around, swing. R 

S Way up. around, bac 

T Cur\e down, loop ov 



Up around down loop. 

Loop down, curve, curve. 

L'p around, down over. 

Loop down, over, over. 

Loop down, over, 

Roimd O swing. 

Way i:p, down over, 

Down over, loop curve. 

Way up, down, over, cnr\e. 
k, swing, 
er. 



U Loop under, up drop, 

V Loop under, up. 

W Loop down, up, down, up, 
X Loop down, curve loop. 

Y Loop under, up down loop. 
Z Loop under loop, down loop. 

Have boards ruled with black crayola, lines to be four inches apart. Zach 
child should have tzccuty-tzco inches of board space. It is much better to senc 
the children in two or three smaller groups than to have them crowded at 
the board. 

From the first insist that the children follow your directions and write 
only as you dictate. 

Read carefully the general introduction. 

In the primary grades, as soon as the children have had the letters that 
make a "family" such as "an," give them the words in the family: 
can ran 

fan pan 

man van 

ban tan 

You will be surprised to find that in a very short time the children can 
write the entire "family" by your merely pronouncing the words. 

You will find a complete list of the "phonic families" in the course of 
study on reading. I have given in this course of study only suggestive ones. 



-10- 



FIRST GRADE— C CLASS 
Time Allotment— 

75 minutes a week ; 15 minutes a day. 

Means 

I. Text: Writing Lessons for Primary Grades, C. C. Lister. Pages 

12-3L 
n. Special attention to position 
L Body 



2. Chalk 
IIL Phonic families : in, un, an. 

First Week 



1. Position 

2. Chalk holding 

3. Advance page 12 
Work for light lines. 

Third Week 

1. Position 

2. Advance page 15 

3. Review pages 13-14 



Fifth Week 

Review pages 15-16 
Advance page 17 

Seventh Week 

Advance page 18 
Supplementary word : 
Signatures 



Ninth Week 

1. Review pages 13, 15, 20 

2. Advance page 21 

3. Supplementary words : us, is, use, 

uses 

Eleventh Week 

1. Review pages 18-20 

2. Supplementary words : room, rose 

or, more 

3. Signatures 

Thirteenth Week 

1. Review pages 12, 13, 20 

2. Advance page 25 

3. Supplementary words: mine, in 



Second Week 

1. Position 

2. Advance pages 13-14 

3. Supplementary w^ord : 



Fourth Week 

1. Position 

2. Advance page 16 

3. Supplementary words : seen, seem 

Sixth Week 

1. Review page 17 

2. Signature (first name) 

Eighth Week 

1. Advance page 19 

2. Supplementary words : soon, noon, 

moon 

Tenth Week 

1. Review pages 13, 17, 20 

2. Advance page 22 

3. Sentence : O, see me run. 



Twelfth Week 

Review pages 13-15 
Advance pages 23-24 
Supplementary word : summer 



Fourteenth Week 



1. Review pages 12, 20 

2. -Vdvance page 26 

3. Supplementary words : won, eve, 

row, now, was 



—11- 



Fifteenth \\''eek 

1. Review pages 12, 13, 20 

2. Advance page 27 

3. Supplementary words : ever, never 

Seventeenth Week 

1. Review pages 12, 28 

2. Advance pages 29, 31 

3. Supplementary words : am, name, 

Anna, as 

Nineteenth Week 

1. Review pages 20, 23, 30 

2. Sentences : 

a. Anna can run. 

b. Sam can row. 

c. Summer is come. 



Sixteenth Week 

1. Review pages 26, 21 

2. Supplementary words : over, move 

3. Advance page 28 



Eighteenth Week 

Review pages 29, 12 
Advance pate 30 

Supplementary words : cane, came, 
same, come 



_12- 



FIRST GRADE— B CLASS 
Time Allotj[Ent— 

75 minutes a week; 15 minutes a day 
Means — 

T. Text : Writing Lessons for Primary Grades, C. C. Lister. Pages 
31 to 47 
n. special attention to position 

1. Body 

2. Chalk 

in. Phonic families: at, ill, id, ig, ell, and, ing 
Capitals D, T, M, N 

Second Week 

1. Review capitals O, S, A 

2. Advance page 32 

3. Signatures 

Third Week Fourth Week 

1. Review pages 12, 15, 20 1. Signatures 





First Week 


1. 

2. 
3. 


Position 

Review pages 12, 13, 15, 18, 20 

Signatures 



2. 


Advance page ZZ 


9 


Advance page 34 




3. 


Supplementary words : mix, 
mixes, ox, oxen 

Fifth Week 


3. 


Supplementary words : 
it, nest, not, nut 

Sixth Week 


at, cat, rati 


1. 
2. 
3. 


Review pages 12, 13, 29 
Advance page 35 
Supplementary words: and, sand, 
drum, did, do, dear, wind 

Seventh Week 


1. 

2. 
3. 


Capital D 
Advance page 30 
Supplementary w^ords : 
sled, all, call, little 

Eighth Week 


let, mill, 


1. 


Review capital D 


1. 


Capital T 





2. Advance page 2>7 

3. Supplementary words 

box, boy, bee 



2. Sentences by visualization : 
bell, best, a. See the sled. 

b. The little ball is new. 



Ninth Week 

1. Review capitals A, D, T 

2. Advance page 38 

3. Signatures 

Eleventh Week 

1. Review pages 14, 36 

2. Advance page 40 

3. Supple:r.entary words : m: 

kind 



Ik. kite. 



Tenth Week 

1. Advance page 39 

2. Supplementary words : had, hat, 

has, his, him, high 

Twelfth Week 



1. Advance page 41 

2. Capitals M, N 

3. Supplementary word; 

glad, ring, wing 



good, dog, 



► -li) 



Thirteenth Week 

Advance pages 42, 43 
By visualization : 

a. Do you like milk? 

b. My dog is kind. 

Fifteenth Week 

Advance page 45 
Sentence page 46 



Seventeenth Week 

Review pages 20, 29 
Advance page 47 
Supplementary words : queer, 
queen, quiet 

Nineteenth Week 

Review signatures 
Sentences : 

a. Do you have a fan ? 

b. The flag is waving. 

c. See my flag. 



Fourteenth Week 

1. Advance page 44 

2. Supplementary words : play, 

sheep, sleep 



Sixteenth Week 

1. Review capitals: A, O, S, M, K, 

.D, T 

2, Supplementary words : if, fan, 

fun, flag- 
Eighteenth Week 

1, Review signatures 

2. Sentences : 

a. Oh, see the queen. 

b. She is happy. 



-14- 



FIRST GRADE— A CLASS 



Time Allotment 

75 minutes a week; 15 minutes a day 
MeaxXS— 

I. Text : Writing Lessons for Primary Grades, C. C. Lister. Pages 
47 to 51 
IL Special attention to position 

1. Body 

2. Chalk 

in. Phonic families: ate, ape, ice, iiic, ore, etc. 

In this grade the children should be able to write any short sentence by 
visualization. In the figures, please teach the seven as given in the Palmer 
Manual, page 60. By the middle of the semester the child sjiould be able to 
write i original sentences containing words in the spelling lesson. This last 
is especially good for busy work. 



First Week 

1. Position 

2. Signatures (full name) 

3. Review pages 39, 40, 41, 42 

Third Week 

1. Signatures 

2. Advance page 49 

3. Supplementary words: queen, 

queer 

Fifth Week 

1. Name of school 

2. Page 47, figures 1, 4, 7 

3. Page 47 



Second Week 

1. Signatures 

2. "Review pages 44, 45 

3. Review capitals : S, M, D, T, N 

Fourth Week 

1. Review pages 12, 18 

2. Advance page 50 

3. Sentence : 

The zoo is near. 

Sixth Week 

1. Name of school 

2. Page 47, figures 3, 6, 9 

3. Sentence : 

Three and six are nine. 



Seventh Week 

Name of school 

Page 47, figures 0, 2, 5, 8 

Sentence : 

Two and five are seven. 

Ninth Week 

Review A, O 
Capitals F, Q, W 

(See Palmer Manual, page 29) 
Words : Friday, America 



Eighth Week 

1. Review M, N, T 

2. Capitals H, K, page 48 

3. Words : home, kind 



Tenth Week 

1. Review figures 

2. Capitals U, V, 

X, Y, Z, page 48 



-15- 



Eleventh Week 

1. Review capital S 

2. Capitals : G, P, R, L, page 48 

3. Sentences : 

a. Rover is my dog. 

b. Plums are good. 

Thirteenth Week 

1. Capitals I, J 

2. Words : June. July 

3. Sentences : 

a. I can run. 

b. I can swim. 

c. I can row a boat. 

Fifteenth Week 

1. Write names of primary and bi- 
nary colors : 

a. Red d. Green 

b. Orange e. Blue 

c. Yellow f. Violet 

Seventeenth Week 

1. Sentences: 

a. Spring is here. 

b. Summer is coming. 

c. Autumn brings Jack Frost. 

d. Winter brings snowy days. 



Twelfth Wee'< 

1. Capitals B, C, E, page 48 

2. Sentences : 

a. Boys play ball. 

b. Come play with Bob. 

Fourteenth Week 

1. Review name of school 

2. Sentences : 

a. America is my land. 

b. I love America. 

c. I love my flag. 



Sixteenth Week 
1. Names of seasons: 



a. 


Summer 




b. 


Autumn or fall 




c. 


Winter 




d. 


Spring 
Eighteenth Week 




Points of the compass : 




a. 


North 




b. 


South 




c. 


East 




d. 


West 




Sentences : 




a. 


Mr. South Wind brings 


rain, 


b. : 


Mr. North Wind brings : 


snow. 



Nineteenth Week 

1. Review figures 

2. Review signatures 

3. Review name of school 



-16— 



SECOND GRADE— B CLASvS 
Time Allotment — 

75 minutes a week; 15 minutes a day 

Speed : 30 to 35 letters a minute 

Board work two days a week. Seat work three days a week. 

General Instructions — 

In this grade we take up seat work for the first time. Follow very care- 
fully the directions given in the "Teachers' Guide to Writing Lessons for 
Primary Grades."' The first lessons on position at the desk are of great 
importance and should be mastered thoroughly before we take up the writing 
work proper. 

Bear in mind that there is )io unsuperT'ised zurittcn seat work in the second 
grade. 

For busy work the children may copy on the board short poems or para- 
graphs. 

Read carefully the general introduction. 

Means 

I. Text: Writing Lessons for Piimary '^■'-ades, C. C. Lister 

1. Board work, pages 48, 51 to 63 

2. Supplementary work as directed 

3. Seat work, pages 8 to 28 
II. Special attention to position 

1. Board 

a. Body 

b. Chalk J 

2. Seat 

a. Body \ ' ) 

b. Arms 

c. Hands 

d. Feet 

e. Paper 

f. Pencil 

III. Phonic families: ail, ain, eat, ear, ight, old, etc. 

First Week Second Week 

1. P)Oard work: Review signatures 1. Board work: 

and name of school a. Review pages 12, 13, 15, 18, 

2. Seat work : 20 

a. Position of feet, body, and b. Advance page 51 

arms 2. Seat work : 

h Practice skating on finger a. Position 

nails, purely muscular b. Pencil holding 

c. Page 8 (blunt end of pencil) 



—17- 



Third Week 



Fourth Week 



1. Board work: 

a. Review capitals A, O, AF, 

N, S 

b. Advance page 52 

2. Seat work : 

a.. Position 

Fifth Week 

1. Board work: 

a. Review capitals P, R, G, L 

b. Page 60 

2. Seat work : 

a. Position 

b. Pages 10-17 (first two lines) 



Board work : 

a. Capitals T, W, F 

b. Da3's of week 
Seat work 

a. Position 

b. Pages 8, 10 

Sixth Week 

Board work : 

a. Name of city 

b. Paces 38. 46' 
Seat work : 

a. Position 

b. Pages 10 (reverse), 12, 14 



Seventh Week 

Board work : 

a. Name of cit}'- 

b. Page 17 
Seat work : 

a. Position 

b. Review page 10 

c. Advance page 17 



Ninth Week 

Board work : 

a. Review pages 30, 43, 44 

b. Advance page 53 
Seat work : 

a. Review page 8 

b. Advance pages 20-21 

c. Sentence : 

Oh, see the sun. 



Eighth Week 

Board work : 

a. Review pages 39, 40 
Seat work : 

a. Position 

b. Review page 8 

c. Advance pages 18, 19 

d. Supplementary words 

noon, moon 

Tenth Week 

Board work : 

a. Review page 53 

b. Advance page 54 . 
Seat work : 

a. Review pages 10, 12 

b. Advance page 22 

c. Sentence : 

Oh. roll the ball. 



Eleventh Week 

Board work : 

a. Review name of school 

b. Advance page 55 
Seat work : 

a. Review page 8 

b. Advance pages 23, 24 



Twelfth Week 

Board work : 

a. Review capitals M, N, K 

b. Advance page 56 
Seat work : 

a. Review pages 8. 12, 13, 

b. Advance page 25 



-18- 



Thirteenth Week 



Fourteenth Week 



roard work : 

a. Advance page 61 

b. Sentence : 

Kites fly high. 
Seat work : 

a. Review page 8 

b. Advance page 26 

c. Capitals M, N 

Fifteenth Week 

Board work : 

a. Review page 38 

b. Advance page 58 
Seat work : 

a. Review page 11 

b. Advance pages 28-32 



Seventeenth Week 

Board work : 

a. Review name of city 

b. Advance page 62 
Seat w^ork : 

a. Review page 11 

b. Words : mill, fill 

c. Capitals D, T 



Nineteenth Week 
Board work : 



a. Sentences : 

Yellow and blue make green. 
Red and yellow make orange. 
2. Seat work : 

a. Review page 11 

b. Words : bell, blue 

c. Sentence: Oh, ring the bell. 



Board work : 

a. Advance page 57 

b. Sentence : 

Colorado is my state. 
Seat work : 

a. Review page 9 

b. Advance page 27 

c. Supplementary words : 

move, now 





Sixteenth Week 








Board work : 








a. 


Review page 46 








b. 


Advance page 59 










Note. — Use capital 


F 


given 




in Palmer Manual, 


pa 


ge 


29. 


Seat 


work : 








a. 


Review page 8 









b. Words: lull, hill, pull 
Eighteenth Week 

Board work : 

a. Review figures 

b. Sentence : 

Red and blue make violet. 
Seat work : 

a. Review page 10 

b. Review O, S, A 

c. Sentence : 

A hill is high 



-19- 



SECOND GRADE— A CLASS 

Time Allotment 

100 minutes a week; 20 minutes a day 

Board work two days a week ; seat work three days a w eek 

Speed : 30 to 35 letters a minute 

General Directions — 

Read carefully the general introduction. 

It would be well to take up pen and ink work the last half of the semester. 
There will be no unsupervised -K'ntten seat work in this grade. 

Means— 

I. Text: Writing Lessons for Primary Grades, C. C. Lister 

a. Seat work : Pages 8 to 21 ; 51 to 63 

b. Board work : Pages C3 to 73 
IL Special attention to position 

a. Body 

b. Chalk 

c. Paper 

d. Pencil 

III. Phonic families: ang, (ink, ink, ound, are, etc. 



First Week 

1. Board wo^k : 

a. Signature 

b. Capitals A, O, S, C 

2. Seat work: 

a. Position 

b. Pages 8, 13, 20, 17 

Third Week 

1. Board work: 

a. Days of week 

b. Page 38 

2. Seat work 

a. Review page 51 

b. Advance page 64 



Fifth Week 

Board work : 

a. Figures 4, 5, 6 

b. Review pages 53, 54 
Seat work : 

a. Page 10 (reverse) 

b. Page 65 (sentence) 



2. 



Second Week 

Board work : 

a. Name of school 

b. Name of city 
Seat work: 

a. Position 

b. Pages 10, 15, 18, 32 

Fourth Week 

Board work : 

a. Figures 1, 2, 3 

b. Advance page 65 • 

(Use finishing stroke on 
capital I.) 
Seat work : 

a. Page 11 (reverse ovals) 

b. Page 65, capital I 

Sixth Week 

Board work : 

a. Page 66 

b. Words: January, June. J-ilv 
Seat work : 

a. Page 10 (reverse) 

b. Page 66 



-2n— 



Seventh Week 

Poard work : 

a. Figures 7, 8, 9 

b. Review pages 55, 56 
Seat work : 

a. Page 9 (reverse) 

b. Review pages 53, 54 

Ninth Week 

Board work : 

a. Page 68 
Seat work : 

a. Page 10 (reverse) 

b. Advance page 68 



Eighth Week 

1. Board work: 

a. Review pages 58, 61 

b. Page 68, capital Y 

2. Seat work: 

a. Review page 11 (reverse) 

b. Advance page 67 

Tenth Week 

1. Board work: 

a. Review pages 67, 68 

b. Capital U, page 69 

2. Seat work : 

a. Page 10 (reverse) 

b. Review capitals V, Y 

c. Capital U, page 69 



Eleventh Week 

Board \\(.i K 

a. Review page 56 

b. "Health is wealth.' 
Seat work : 

a. Page 9 (reverse) 

b. Review page 56 

c. Figures 2, 3, 4 

Thirteenth Week 

Board work : 

a. NaiT.e of school 

b. Advance page 12 
Seat work : 

a. Page 10 

b. Advance page 72 

c. Figures 8, 9, 



Fifteenth Week 

Board work : 

a. Page 70 

b. Glad hearts are best 
Seat work : 

a. Pages 11, 18 

b. Advance page 70 



Twelfth Week 

1. Foard woik: 

a. Review page CI 

b. United States 

2. Seat work : 

a. Page 11 (reverse) 
1). Feview page 61 
1). Fig-:res 5, 6, 7 

Fo'irteerth \\\<\\ 

1. Board wor; : 

a. Review pa^es 24, 
b Days of week 

c. Colorado Spriiivs 

2. Seat work : 

a. Page 10 

b. Review pa^e -4 

c. Sunday, save 

Sixteenth Wct-k 

1. Poard work: 

a. Page 71 

b. Lincoln 

2. Seat work : 

a. Page 11 

b. Advance page 71 



-21— 



Seventeenth Week Eighteenth Wte.K 

1. Board work: I. Board work: 

a. Review pages 17, 71 a. Names of winter and .s.|)rrnii-^ 

b. Page 64 months 

2, Seat work : 2. Seat work : 

a. Review pages 9, 71 a. Page 11 

b. Love is kind b. Page 64 



c. Do your best. 



Nineteenth Week 

1. Board work : 

a. Names of summer and fall months 

2. Seat work : 

a. Page 10 

b. Signatures 

c. Name of city 



^n- 



THIRD GRADE 



General Instructions — 

Read carefully the general introduction. 

Do not fail to take specimens of the pupils' work as directed.- Freeman 
-says, "By the end of the third grade the child should have become somewhat 
accustomed to the use of a pen ; he should be able to write a large hand, 
.making well-formed letters with a fair degree of fluency, and should have 
made a beginning" in the use of writing as a means of expression of his 
ihought." 

Ee careful to avoid cramped writing as it is a sure indication of incorrect 
position of the body, arm, hand, paper or pen, and can not be pure movement 
work. In drill twenty-one write but three words on the line. Use this propor- 
tion for all work in this grade. 

Simple certificates will be granted to pupils finishing the A class who make 
a conscientious effort to use movement in all their work. 

Time Allotment — 



100 minutes a week; 20 minutes a day 

Board work one day a week; seat work four da3's a 

Speed : 38 to 48 letters a minute 



, eek 



Means- 
I. 



II. 



Text: The Palmer Method of Busiress Writing by A. N. Palmer 

1. Seat work: Drills 1 to 30 

2. Hoard work: Drills 6, 8, 10, 11, 14, 15, 17, 18. 19. 21 to 30. 

Figures 
Note. — Be very sure you are familiar with the printed instruction in 

the text before presenting a drill. 
Special attention to — _: 

1. Position 

a. B^dy 

b. Paper and pen 

2. Movement for all written v.ork 



First Week 

Board work : 

a. Signatures 

b. Figures 2, 3, 5 
Seat work : 

a. Position 

b. Drill 1 

c. Words : seen, n 



Second Week 

Eoird work : 

a. Name of school 

b. Figures 1, 4, 7 
Seat work : 

■ a. Position 

b. Drill 1 

c. Words : now, sow 



2;5 





Third Week 


Board work: 




a. 


Name o 


f city 


b. 


Figures 


6, 8, 9 


Seat 


work : 




a. 


Position 




b. 


Drill 2 




c. 


Words : 


come, s 



Fourth Week 
Eoard work : 

a. Home address 
2. Simple addition problems 
for arrangement 
Seat work : 
a. Position 
h. Drills 1, 14 
c. Words : soon, room 



Fifth Week 




Sixth Week 


Board work : 


1. 


Board work : 


a. Complete address 




a. Sentence : 


Seat work : 




Save your pennies. 


a. Position 


2. 


Seat work : 


h. Drill 3 




a. Drill 3 

b. Sentence : 

Save your pennies. 


Seventh Week 




Eighth Week 


Board work: 


1. 


Board work: 


a. Drills 6, 21 




a. Drills 6. 21 


Seat work : 


2. 


Seat work: 


a. Drills 4, 5 




a. Drills 4, 6 


b. Signatures 




Note. — Keep up the speed, 
b. Word : America 



Ninth Week 
Board work : 
a. Sentence : 

America is my country. 
Seat work : 

a. Drills 4, 6, 21 

b. Sentence : 

America is my country. 

Eleventh Week 
Eoard work : 

a. Drills 8, 23 

b. Word : Omaha 
Seat work : 

a. Drills 4, 8 

b. Advance drill 23 

Thirteenth Week 
Board drill: 

a. Drills 9, 10 

b. Word : Colorado 
Seat work : 

a. Drills 4, 10, 14 

b. Advance drill 22 





Tenth Week 




Eoard work : 




a. 


Drills 7, 8 




b. 


Drill 23 




Seat • 


work : 




a. 


Drills 4, 7 




b. 


Name of school 
Twelfth Week 




Board work: 




a. 


Drills 9. 22 






Note. — Insist on long loop 


Seat 


work : 




a. 


Drills 4, 9, 14 




b. 


vSentence : 






Come to see me 


soon. 




Fourteenth Week 




Board work : 




a. 


Drills 14. 15 




b. 


Word : manner 




Seat 


work : 




a. 


Drills 15, 16 




b. 


Word : minnow 





—24— 



Fifteenth Week 

Board work : 

a. Drills \1, 18 
Seat work 

a. Drills 1, 17, 18 

b. Words : use, is, uses 



Seventeenth Week 

Board work : 

a. Drills 26, 27 
Seat work 

a. Drill 4 (reverse) 

b. Drills 24, 26 

Nineteenth Week 

Board work : 
^a. Sentence : 

My home is in the United States. 

b. Review figures 

c. Practice alphabet (capital letters) 



Sixteenth Week 



1. 


Board work : 




a. 


Drill 19, practice two "t's" 
in group 


2. 


Seat work: 




a. 


Drills 1, 19 
Note. — Keep crossing straight 




b. 


W^ords : little, tatting 
Eighteenth W.eek 


1. 


Board work : 




a. 


Drills 28, 29 


2. 


Seat 


work : 




a. 


Drill 4 (reverse) 




b. 


Drills 28, 29 



-25 



FOURTH GRADE 
General Ixstruction^j — 

Read carefully the general introdr.ction. 

Do not fail to take specimens of the pupils' work as directed. 

Be very sure you are familiar with the printed instructions in the text 
before presenting a drill. 

In the w'ork of the preceding grade position and movement have received 
much of the emphasis. With these two features well in mind, the slant of the 
waiting will naturally be in the right direction. Dr. Freeman tells us : "When 
he passes the fourth grade, the child is coming into possession of a consid- 
erably higher 'degree of motor control.'' In regard to slant he adds, "In the 
first place, the arm and the paper must be in such relation 'that the rotation 
of the forearm about the elbovs^ as a center carries the hand along the line 
of writing. This means that the paper must be tilted to the left until t;;e 
line of writing is about at right angles to the forearm." (See page 18, figure 
27, Palmer Manual.) "The second principle is that the most natural direction 
of the upward and downward stroke is toward the body — or about at right 
angles to the edge of the desk. This makes the writing deviate from the 
vertical by the same angle that the paper is tilted." — Teaching of Handzvritin^. 

It may aid the teacher to know that ^oo much slant is due to the incorrect 
position of the paper, pen held too far back, thumb too rigid, or the writing 
arm too near the body. 

When the writing is too vertical, the paper and writing arm are in incorrect 
position, f;ncers rre too near the nib of the pen, or the under finger alone is 
guiding the pen. 

Certit'Cates will be granted to tlie pupils in the A class who endeavor to 
u^.e uioveuieut in ail their zurittcn n'ork, and who have acquired a uniform slant. 

Tr^:E Allotmext— 

100 minutes a ueek; 20 minutes a day 
Foard lesson at least cnce in two v\eeks 
Speed : 47 to 56 letters a minute 

Means — 

1. Text: The Palmer ]\Iethod of Business Writing by A. N. Palmer 

1. Drill work: Drills 30 to 57 

2. Board work : 

a. Selected drills 

b. Figures 

c. Keading and closing for letters 

d. Thrift quotations " ' 

e. Capital letters 
II. Special attention tc — 

1. Position 

a. Body 

b. Paper and pen ' 

2. Movement for all zcritlen tcorl^ 

3. Uniform slant 

— 2?>- 



First Week 

1, Board work : 

a. Signatures 

b. Figures 

2. Seat work : 

a. Position 

b. Drills 1, 14 

Third Week 

1. Seat work: 

a. Drills 1, 15 

b. Advance drills 30, 32 
Note. — Watch down strokes 



Second Week 

1. Seat work : 

a. Drills 1, 30 

b. Capital M 

c. Word : Manna 

Note. — Avoid rocking ever 
motion in a, d, g. 

Fourth Week 

1. Seat work : 

, a. Drills 1, Zi, 18 

See caution lesson 32 
b. Words: lull, tell 



Fifth Week 

Board work : 

a. Drills 35, 36 
Seat work : 

a. Drills 4, 15, 30 

b. Advance drills 35, 36 



Sixth Week 

1. Seat work : 

a. Drills 4, 33, 18 

b. Advance drill 37 

c. Sentence : 

Learn to save. 



Seventh Week 

1. Seat work : 

a. Drills 4, 14, 38 

b. Advance drill 39 

c. Words : cocoa, access 



Eighth Week 

1. Board work: 

a. Drills 41, 42 

2. Seat work : 

a. Drills 4 (reverse), 14 

b. Advance drill 41 



Ninth V/eek • 

1. Seat work : 

a. Drills 4 (reverse), 15, 41 

b. Advance drills 42, 43 



Tei:th W^eek 

1. Seat work : 

a. Drills 4 (reverse), 15 

b. Words: roar, arrow, nu 

row- 



Eleventh Week 

Seat work : 

a. Drills 1 (first line), 17 

b. Advance drill 44 

c. Words : sessions, assess 



Twelfth Week 

1. Seat work : 

a. Drills 1 (first line), 17, 33 

b. Advance drills 45, 46 

c. Word : willow 



Thirteenth Week 

1. Seat work : 

a. Drills 4 (reverse), 41 

b. Advance drills 47, 49 

c. Words : valor, vane, vine 



Fourteenth Week 

1. Seat work : 

a. Drills 1, 44 

b. Advance drills 48, 50 



—27— 



Fifteenth Week 

Board work : 

a. Drills 2>Z, 51 

b. Words : high, hall 
Seat work : 

a. Drills 1, ZZ, 15 

b. Advance drill 51 

Note. — Be sure that the over 
motion does not hug the 
body of the letter. 
Seventeenth Week 
Seat work : 

a. Drills 1, ZZ, 15 

b. Advance drill 53 

Note. — Test slant frequently 



Si-.teenth We^k 



Seat 


work : 


a. 


Drills 1 (first line), ZZ, 15 


b. 


Advance drill 52 


c. 


Words: yarn, year 



Eighteenth Week 
Board work : 

a. Full address 

b. Drills 54, 56 
Seat work : 

a. Drills 1, 4 (reverse) 

b. Advance drill 54 



Nineteenth Week 

Board work : 

a. Words : June, July, January 



Seat work : 
a. Drills 1, 



4 (reverse), 54 



b. Advance drill 56 



-28- 



FIFTH GRADE 

General Lnstruction— 

Read carefully tb.e general introduction. 

Do not fail to take specimens of the pupils' work as directed. 

Be very sure that you are familiar with the printed instructions in the 
text before presenting a drill. 

In the work of the lower grades, emphasis has been placed on movement, 
position, and slant. In addition to these in the fifth grade please place particu- 
lar stress on beginning and finishing strokes. These correctly made tend to 
increase the legibility of the writing and lend a finished look to the page. 

Certificates will be granted to the pupils in the A class who endeavor to 
use movement in all their written work, who have acquired a uniform slant, 
and who use the correct beginning and finishing strokes. 

Time Allotment — 

100 minutes a week ; 20 minutes a day 
Board work : One lesson in two v eeks 
Speed : 57 to 65 letters a minute 



Means- 



I. Text: The Palmer Method of Business Writing by A. N. Palmer 
1. Seat work : 

a. Drills 54 to 85 

b. Review selected drills 1 to 54 

c. Thrift quotations 
2. Board work : 

a. Selected drills 

b. Figures 

c. Alphabet (capital letters) 

d. Thrift quotations 
II. Special attention to— 



1. 


Position 




a. Body 




b. Paper and pen 


2. 


Movement for all written work 


3. 


Uniform slant 


4. 


Beginning and fnishing strokes 




First Week 



Second Week 



Seat V ork : 

a. Drills 1, 3 

b. Signatures 

c. Name of school 



1. Seat work: 

a. Drills 1 (first line). 4 (re- 

verse ) 

b. Advance drill 54 

c. Word: jar 

Note. — Give board lesson on 
capital J. 



-29- 



Third Week- 
Seat work : 

a. Drills 1, 14, 54 

b. Advance drill 56 

c. Word : January 



Fifth Week 
1. Seat work: 1. 

a. Drills 4 (reverse), 11, 15, 59 

b. Advance drill 60 

Seventh Week 
1. Seat work: 1. 

a. Drills 1, 14, 17 

b. Advance drills 61, 62 

c. Sentence : 

Save and succeed. 

Ninth Week 
1. Seat work : 1. 

a. Drills 2, 15. 31 

b. Advance drills 65, 66 

c. Words : garden, garner 

Eleventh Week 
1. Scat work : 1. 

a. Drills 1, 14 

b. Advance drill 70 

c. Word: peprer 

Thirteenth Week 
1. Seat work : I. 

a. .Drills 1 (reverse oval), 70, 

33 

b. Advance drill 73 

c. Word : Pullman 

Fifteenth Week 
I. Seat work : I. 

a. Drills 4 (reverse"). 73 

b. Advance drills 74, 122 

c. Figures 6, 8, 

Seventeenth \^'eek 
1. Seat work: I. 

a. Drills 4, 15, 30, 44 

b. Review drills 21, 22, 23 

c. Figures : drills 79, 80, 81 

Nineteenth Week 
1. Seat v\-ork: 

a. Drill 3 

b. Review drills 61. 6S, 73, 74 



Fourth V'Teek 
Seat v/ork : 

a. Drill 4 (reverse) 

b. Advance drills 57, 59 

c. Word : Iowa 

Note. — Give board lesson on 
drill 59 

Sixth Week 
Seat work : 

a. Drill 2 

b. Page 52 

Eighth Week 
Seat work : 

a. Drills 1, 14, 61 

b. Advance drills 63, 64 

c. Sentence : 

Save and succeed. 

Tenth Week 
Seat work : 

a. Drills 1, 15, 65 

b. Advance drills 68, 69 

Twelfth Week 
Seat work : 

a. Drills 1, 33, 70 

b. Advance drills 71, 72 

c. Figures 3, 5, 2 

Fourteenth W>ek 
Seat work : 

a. Drills 1, 70, 15 

b. Advance drill 76 

c. Figures 1, 4, 7, 9 

Sixteenth Week 
Seat work : 

a. Drills 3, 11. 30 

b. Review drills 35, 36, 37 

c. Figures : drills 77, 78 

Eighteenth Week 
Seat \-. ork : 

a. Drills 2, 15, 41 

b. Review drills 42, 43, 48, 50 

c. Figures : drills 82, S3, 84 



—30- 



SIXTH GRADE ' ' ^ 

General Instruction — 

Read carefully the general introduction. 

Do not fail to take specimens of the pupils' work as directed. 

Ee sure 3'ou are familiar with the printed instructions in the text before 
presenting a drill. 

Position, movement, slant, beginning and finishing strokes have been em- 
phasized in the first five grades. As our standard of work is higher, the 
problem for this grade in addition to the above will be base alignment. Please 
explain very carefully to the pupils just what is meant by alignuient, and show 
how necessary it is to legible writing. 

Certificates will be granted to all pupils in the A class who endeavor to 
use movement in all written work, who have acquired a uniform slant, correct 
beginning and finishing strokes, and base alignm.er.t. 

Time Allotment— 

£0 minutes a week ; four 20 minute periods 
Board work: One lesson in two weeks 
Speed : . 65 to 72 letters a minute 

Means— 

I. Text: The Palmer Method of Business Writing by A. N. Palmer 
1. Seat work : 

a. Drills 85 to 112 

b. Review selected drills 

c. Thrift quotations 

d. Figures 
?. Board v/ork : 

a. Selected drills 

b. Figures 

c. Thrift quotations 
n. Special attention to — 

1. Position 

a. Body 

b. Paper and pen 

2. Movement for all written work 

3. Uniform slant 

4. Beginning and finishing strokes 

5. Ease alignment 

First Week 

1. Seat work: 

a. Drill 3 

b. Signatures 
Note. — Test base alignment 



—31— 





Second Week : 


Seat 


work : 


a. 


Review drills 1, 4 


b. 


Advance drill 85 


c. 


Sentence : 




Every man can make his 




chance. 



Third Week 



Fc-rth V»'ee\- 



1. Seat work: 

a. Drills 1.. 4 (reverse) 

b. Advance drills 86, 87 

c. Sentence : 

Be thrim- in all things. 

Fifth Week 

1. Seat work: 

a. Drills 1, 33, 88, 77 

b. Advance drill 89 

Seventh Week 
1. Seat work : 

a. Drills 1., 33, 78 

h. Advance Irills 92, 93, 5-1 

Ninth Week 

1 . Seat work : 

a. Drills 4. 8, 95, 81 

b. Sentence : 

Do the duty nearest vo'.i. 

Eleventh Week 

1 . Seat work : 

a. Drills 1, 96. 82 

b. Sentence : The time to save 

money is before you 
spend it. 

Thirteenth Week 

1. Seat work: 

a. Drills 1, 30. .^9 

b. Advance drills 101, 102 

c. Words : gagging, quelling 

Fifteenth Week 

1. Seat work: 

a. Drills 4 (reverse). 24. 70 

b. Advance drills 105, 106, 146 



Seventeenth Week 

1. Seat work: 

a. Drills 4 (reverse), 33, 101, 

83 

b. Advance drills 109. 125. 134 



e-it urr - : 
a. Drills 1, 33 
h. Advar.ce drill 88 
c. Words : bubbling, babble 



Sixth Week 

1. Seat v.ork 

a. Drills 1, 15, 33 

b. Advance drills SO, 91 

Eighth Week 
1. Seat work: 

a. ' Drills 4, 8. 35 
b. Advance drill 95 

Tenth Week 

1. Seat work : 

a. Drills 1. 4 ( reverse) 

b. Advance drills 96, 97 

c. Words : Tuesday. Thursday 

Twelfth Week 

1 . Seat work : 

a. Drill 4 (reverse) 

b. Advance drills 98, 99, 100 



Fourteenth \\"eek 

1. Seat work: 

a. Drills 4 (reverse), 24 

b. Advance drills 103. 1(M, 107 

c. Sentence : 

Have courage to do right. 

Sixteenth Week 

1. Seat work : 

a. Drills 4 (reverse), 11, 14, 80 

b. Advance drill 108 

c Words: Franklin, Manhat- 
tan. Niagara Falls 

Eighteenth ^^'eek 

1. Seat work: 

a. Drills 110. 24. 15. 33, 84 

b. -T.dvance drills 133, 135 



—32— 



Nineteenth Week 

vSeat work : 

a. Drills 110, 30, 44 

b. Advance drill 111 

c. Sentence : 

You never miss the water till the well runs dry. 



.^33- 



SEVENTH GRADE 
Gexerai, Ixstructiox — 

Read carefully the general introduction. 

Do not fail to take sFecimens of the pupils' work as directed. 
Fe very sure you are familiar with the printed instructions in the te::t 
before presenting a drill. 

In addition to the work of the sixth grade, emphasize top alignment (correct 
heicht of letters). No one thing makes wTiting so illegible as incorrectly made 
m's, n's, i's, or u*s. As the pupils gain speed, control, and confidence, they 
rre r.} t to v r.nt to add flourishes and to become careless in the little things 
that mr.ke for good handwriting. The style of writing, the speed and ease 
with which tl"e [""-ipil v. rites shor.ld be the same for all written work. 

"T/k^ ir.c'h 'a of mreiiug t!icsc demands. — low may these demands be 
met in the up^er grades!' Dy occasional review drills and by holding the 
pupils definitely up to a standard in all their writing. ... A writing test 
could be given at the end of the drill period upon which the pupil could 
be graded. Part of the penmanship grade, however, should be based on 
the pupil's written work in other subjects. Some exercise might be chosen 
each week, at random and without the pupil's knowledge of what was to be 
selected, and the writing graded. This grade, of course, could be based 
on form or quality, while in the writing test, speed should be taken into 
account. In addition to these methods a very good plan would be t:^ refuse 
to accept any written work in any subject which failed to measure up to 
a certain minimum requirement. Due allowance should be made, of course, 
for individual deficiency in capacity." — F. N. Freeman. 
Certificates will be granted to pupils in the A class who endeavor to use 
movement for all written work, who have acquired a uniform slant, correct 
beginning and finishing strokes, base and top alignment. 

Ttme Allotmext — 

cO minutes a week four 20-m,inute periods 
Poard work: One lesson in two weeks 
Speed : 75 to ?0 letters a minute 



IVIe.\xs- 



I. Text: The Palmer Method of Business Writing by A. N. Palmer 

1. Seat work :, 

a. Drills 108 to 132 

b. Review selected drills 

c. Thrift quotations 

d. Figures 

2. Board work : 

a. Selected drills 

b. Figures 

c. Thrift quotations 
II. Special attention to — 

1. Position . 

a. Body 

b. Paper and pen 



2. T\!!^oven-:cr.t {or all written woik 

3. Uniform slar.t 

4. T'eginrirg pnd f.nisl irg strokes 

5. Base alienn^nt 

6. Top alignment 

First Week 



1. Seat work : 

a. Drills 1, 11, 14 

b. Signatures 

Third Week 

1. Seat work : 

a. Drill 4 (reverse) 

b. Advance drills 109, 111 

Fifth Week 

1. Seat work : 

a. Drills 4, 5, 6 

b. Sentence : 

A small leak will sink a 
great ship. 

Seventh Week 

1. Seat work : 

a. Drills 4, 7, 23 

b. Advance drills 115. 150 



Ninth \Veek 

1. Seat work : 

a. Drills 4 (reverse), 24, 33 

b. Advance drills 117, 118 



Eleventh Week 

1. Seat work : 

a. Drills 4 (reverse), 30 

b. Advance drill 119 

c. Sentence : Happiness con- 

sists in earning a litt'e, 
and spending a liltle less. 



Second Week 

1. Seat work : 

a. Drill 4 (reverse) 

b. Advance drills 108, 144 

Fourth Week 

1. Seat work: 

a. Drills 1, 15, 17, 5 

b. Advance drills 112, 113 

Sixth Week 

1. Seat work : 

a. Drills 4, 9, 33 

h. Words : Colorado, courage 



Eighth Week 

Seat work : 

a. Drills 4, 7, 15, 35 

b. Advance drill 116 

c. Sentence : Look before or 

you will find yourself 
behind. 



Te::th Week 



1. Seat work : 
a. Drills 



4 (reverse), 26 
b. Sentence : No investm,ent 
pays so large a dividend 
as careful attention to 
health. 

Twelfth Week 

1. Seat work: 

a. Drills 4 (reverse), 17, 33 

b. Advance drill 120 

c. Sentence : 

Knowledge is power. 



—35- 



Thirteenth Week 

1. Seat work : 

a. Drills 1, 33, 15 

b. Advance drills 121, 122 



Fifteenth Week 

1. Seat work : 

a. Drills 1, 30, 33 

b. Advance drijls 124, 143 

Seventeenth Week 

1. Seat work: 

a. Drills 1, 4 (reverse), 15, 31 

b. Advance drills 127, 128 

Nineteenth Week 

1. Seat work: 

a. Drills 4, 7, 33, 35, 95 

b. Advance drills 131, 141 



Fourteenth Week 

Se;:t work : 

a. Drills 1, 33 

b. Advance drill 123 

c. Sentence: Save first — spend 

afterwards. 

Sixteenth Week 

Seat work : 

a. Drills 4 (reverse), 17, 33 
h. Advance drills 125, 126 



1 Seat 
a. 
b. 



Eighteenth Week 

.vork : 

Drills 1, 31, 33 
Advance drills 129, 130, 140 



-^^ 



EIGHTH GRADE 

General Instruction — 

Read carefully the general introduction. 

Do not fail to take specimens of pupils' work as directed. 

Be very sure you are familiar with the printed instructions in the text 
before presenting a drill. 

In the eighth grade the pupils' work should take on a more finished style, 
provided that the various essentials are emphasized in the preceding grades. 

"Study and practice are at first analytic, emphasizing now this aspect and 
now that ; then synthetic, incorporating the improved detail into the writing. 
In the study of the structure of the sentence, from the point of view of good 
writing it is in the first place necessary to determine what are the characteristics 
of a well-written sentence, and then of a well-written group of sentences. 
With this step taken, it is necessary then to improve by practice the already 
developed skill of writing sentences until it is possible to produce such an 
arrangement of words and sentences that meets all standard requirements of 
good writing. This implies the ability to produce an orderly, easily legible, and 
pleasing page of handwriting. Such a product is a work of art as well as of 
utility. And training in writing is assuredly incomplete unless it applies the 
acquired skill of fashioning legible letters and words to the production of a 
page of sentences that exhibits the essential qualities of good handwriting. . . . 

"It is a common knowledge that although a well-written page of pleasing 
appearance is most desirable, it is conspicuously rare. The reasons for this are 
apparent. They may be ascribed for the most part to a neglect of the basal 
principles involved in a well-written page. These principles or conditions in 
their relation to the sentences we may consider very briefly. 

"First of all is regularity . . . Not only must there be regularity in the 
form and size of letters, the spacing between letters in words, bit tliere 
must be regularity in the spacing between words in sentences and lietweei 
sentences as well. It is necessary to emphasize also regularity in the initial 
and final strokes of letters or words, since irregularity in these respects impairs 
sometimes seriously legibility, and the general appearance of the page. 

"The second characteristic is that the lines of writing must be smooth, 
even, firm, and clear. If they are broken, wavy, or tremulous, now heavy 
and now light, or in general devoid of that smoothness and sharp yet pleas- 
ing effect that much technique gives, they cannot be considered satisfactory as 
regards either their utility or beauty. It seems necessary to repeat that the 
character of the lines reveals definitely the method of writing. The muscular 
movement produces fluent, continuous, clear, and graceful lines, but lines 
which are labored, broken, and tremulous point almost certainly to a dominant 
finger moAcment in writing. This is most sharply presented on the written 
page, which depends in a large measure for its excellence upon the character 
of the lines. 

"A third characteristic, closely correlated with the first and second, and 
yet distinct enough to require special mention, is the idea of form. Form lies 
at the very root of successful handwriting. The writing mechanism may 
be trained to the highest degree of efficiency but it must be guided at every 
stage by the idea of form. The form of the letters, of their arrangement into 

—37— 



words, of the arrangement of words in sentences, and of the sentences on tl:e 
page is obviously indispensable." — C. C. Lister. 
Time Allotment— 

80 minutes a week ; four 20-minute periods 

Board work : Once in two w^eeks 

Speed : 80 to 90 letters a minute 

Means — 

I. Text: The Palmer Method of Business Writing by A. N. Palmer 

1. Seat work : 

a. Drill 132 (to page 96) 

b. Review selected drills 

c. Quotations, preferably relating to thrift 

d. Figures 

2. Board work : 

a. Selected drills 

b. Figures 

c. Capital letters 
II. Special attention to — 

1. Position 

2. IMovement 

3. Finished style 

Note. — The above points are secured by ciose attention, to the 
principles emphasized in the preceding grades. 

CrRTiFicATE Work — 

The pupils may w^ork for the Student's Final Certificate. From now on these 
e.iaminations will be sent in directly by the teacher to — 
The A. N. Palmer Company 

6?3 South Wabash Avenue 

Chicago, Illinois 
n.ther '.ban be rer.t by the supervisor as formerly. It would be w^ell to have 
these examinations reach the conipany at least four weeks before the close 
of the remester in order that the pupils may have their certificates before 
C-^teiir.g 1 igh school. 

Rr.QUL-EMENTS FOR CERTinCATE WoRK — 

I. Owing to the high cost of pnper, pupils may write on both sides of the 
paper until further notice. 
II. I!eading of first si ect : 

Name Age 

School Grade 

The pupil's nan-e must be written on all other sheets. 
111. The examination proper: 

Condition 1. — All the writing must be so clear and sharp as to indi- 
cate that no finger movement was used, and that the speed used 
was in accordance with the requirements of the Palmer Method. 
Conditicn 2. — The styles of letters must approximate those in the 

Palmer Method. 
Condition 3. — The same size must be maintained in the writing as is 
shown in the different drills in the Palmer Method, and the same 

—38— 



IV. 



number of letters and words written on each line. 

Condition 4.— Revised Editions, Drills 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. 
Capitals and small letters given on page 29. Drills 14, 15, 16, 17, 18, 
21, 22, 23, 26 and 27, 28, 29, 30, 31, 32, 33, 35, 36, 37, 38, 39, 41, 42, 
43, 44, 45, 46, 48, 50, 51, 52, 53, 54, 56, 57, 58, 59, 60. All drills 
in lessons 52 and 53. Drills 61, 62, 63, 64, 65, 66, 67, 68, 69, 70, 
71, 72, 73, 74, 75, 76, 77, 78, 79. Last two lines in drill 80. Drills 
81, 82, 83, 84. Miscellaneous figures on page 61. Drills 85, 86, 
87, 88, 89, 90, 91, 92, 93, 94; last t;vo lines in 95. Drills 96, 97, 98, 
99, 100, 101, 102, 103. 104, 105, 106, 107, 108, 109, '110, HI, 
112. All the drills in lessons 91 to 146 inclusive, and the other 
forms on pages 92, 93, 94. 
Please begin each day's lesson with 100 or 200 counts push-pull or 

ovals. With the letters, such as small m, r, x, capitals J, F, N, etc., 

give the reverse ovals. Classes working for certificates should cover 

on the average of twenty drills a week. 

Use the following outline in Eight T, when you have but one 

class, or when you are not doing certificate work : 

This outline is for the Eighth B grade, and Eighth A, where 

certificate work is not being done. 



First Week 

Seat work : 

a. Drills 1, 3 

b. Signatures 

c. Full address 



Second Week 

Seat work : 

a. Drills 1, 4 (reverse) 

b. Advance drills 132, 155 



Third Week 

Seat work : 

a. Drills 4 (reverse), 33, 101 

b. Advance drills 133, 159 



Fourth Week 

1. Scat work: 

a. Drills 4 (reverse), 33, 15 

b. Advance drills 134, 157 



Fifth Week 

1. Seat work : 

a. Drill 4 

b. Advance drills 135, 158 

Seventh Week 

1. Seat work : 

a. Drills 5, 33, 77 

b.' Advance drills 137, 139 

Ninth Week 

1. Seat work : 

a. Drills 1, 4 (reverse), 11, 79 

b. Advance drill 140 

c. Page 93 





Sixth Week 




Scat 
a. 
b. 


v.ork: 
Drills 4 (reverse), 
Advance drills 136, 

Eighth Week 


1, 15, 
156 


Scat 
a. 
b. 


V ork : 
Drills 1, 14, 44, 78 
Advance drills 138, 

Tenth Week 


154 



70 



Seat work : 

a. Drills 4, 8, 35, 80 

b. Advance drills 141, 1C4 



—39- 



Eleventh Week 

1. Seat work: 

a. Drills 4 (reverse), 33, 81 

b. Advance drills 142, 152 

Thirteenth Week 

1. Seat work : 

a. Drills 4 (reverse), 70, 44 

b. Advance drills 144, 146, 160 



Fifteenth Week 

1. Seat work : 

a. Drills 3, 15, 30, S3, 35 

b. Advance drill 147 

c. Page 92 

Seventeenth Week 

1. Seat work : 

a. Drills 1, 33, 70, 84 

b. Advance drills 151, 153, 163 

Nineteenth Week 

1 Seat work: 

a. Drills 3, 5, 9 

b. Advance page 94 



Twelfth Week 

1. Seat work : 

a. Drills 1, 11, 82 

b. Advance drills 143, 



171, 172 



Fourteenth Week 

1. Seat work : 

a. Drills 1, 4 (reverse) 

b. Advance drill 145 

c. Page 94 

Sixteenth Week 

1. Seat work : 

a. Drills 4 (reverse), 14, 33 

b. Advance drills 148, 149 

c. Page 91 

Eighteenth Week 

1. Seat work : 

a. Drills 4 (reverse), 70, 41 

b. Advance drills 161, 162, 165 



--40- 



